the job assessment software system (jass) and a strategy

ARL-TR-8273 ● Jan 2018

US Army Research Laboratory

The Job Assessment Software System (JASS) and a Strategy for Integrating Output into the Improved Performance Research Integration Tool (IMPRINT) by Robert Sargent, Beth Plott, and Christopher Garneau

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ARL-TR-8273 ● Jan 2018


The Job Assessment Software System (JASS) and a Strategy for Integrating Output into the Improved Performance Research Integration Tool (IMPRINT) by Robert Sargent and Beth Plott Alion Science and Technology, Boulder, CO

Christopher Garneau Human Research and Engineering Directorate, ARL


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The Job Assessment Software System (JASS) and a Strategy for Integrating

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14. ABSTRACT

This report describes the history and current implementation of the Job Assessment Software System (JASS) developed by the

US Army Research Laboratory. It then compares elements of JASS with the Improved Performance Research Integration Tool

(IMPRINT) and makes recommendations for how the 2 tools could interact to allow analysts to conduct assessments of

personnel skills and abilities with the requirements of tasks and jobs under analysis. Recommendations include adding a new

average-workload-over-time report to IMPRINT, developing a file export capability in JASS, developing a JASS import

capability in IMPRINT, and creating a library of JASS profiles for US military specialties.

15. SUBJECT TERMS

JASS, IMPRINT, human skills and abilities, Job Comparison and Analysis Tool, JCAT

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Contents

List of Figures iv

List of Tables iv

1. Introduction 1

2. Background of JASS 1

3. Current Web-based Implementation of JASS 3

3.1 Walk-through of a JASS Evaluation 4

3.2 Opportunities for Improvement of the Current Implementation 10

4. A Strategy for Integrating Output of JASS with IMPRINT 10

4.1 Comparison of JASS with Elements of IMPRINT 11

4.2 Points of Integration for JASS Results in an IMPRINT Analysis 12

4.3 Future Work: Recommended Ways Forward 14

5. Conclusion 17

6. References 18

Appendix. Job Assessment Software System (JASS) Skill Clusters, Abilities, Questions, and Rating Scale Benchmarks 21

List of Symbols, Abbreviations, and Acronyms 41

Distribution List 42


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List of Figures

Fig. 1 Screenshot of the web-based JASS home screen .................................. 4

Fig. 2 Sample jobs, assignments, and duties in JASS ..................................... 5

Fig. 3 Yes/no questions for the Communication skill cluster ......................... 6

Fig. 4 Skill rating for the Oral Comprehension skill ....................................... 7

Fig. 5 JASS results in CSV Format ................................................................. 8

Fig. 6 JASS Skill Cluster graph ...................................................................... 8

Fig. 7 JASS tabular results .............................................................................. 9

Fig. 8 IMPRINT task network example ........................................................ 11

Fig. 9 Example report showing the average workload over the period of time modeled ....................................................................................... 15

Fig. 10 JASS skill cluster ratings compared to IMPRINT workload scores ... 16

Fig. 11 Viewing skills for Navy rank and rating ............................................. 17

List of Tables

Table 1 Taxonomy of skills and abilities used in JASS, divided into 8 skill clusters .................................................................................................. 2

Table 2 IMPRINT taxons ................................................................................. 12

Table 3 Mapping of JASS skill clusters to IMPRINT taxons .......................... 13

Table 4 Mapping of JASS clusters to IMPRINT channels .............................. 14


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1. Introduction

The Job Assessment Software System (JASS) is a computer-based survey tool

used to define and measure human aptitudes required to do a job (Knapp and

Tillman 1998). JASS permits evaluators to identify and rate the level of skills and

abilities necessary to perform jobs and associated duties. As a test instrument,

JASS provides a mechanism to elicit feedback from Soldiers and other subject

matter experts (SMEs) on the relative importance of many different skills and

abilities for high-level jobs and tasks performed by different specialties operating

different systems. Development on the JASS software began in the early 1980s at

the US Army Research Institute for the Behavioral and Social Sciences and

continued at the US Army Research Laboratory (ARL) through the late 1990s.

The purpose of this report is to: 1) briefly review relevant literature describing the

background and development of JASS; 2) describe a recently developed web-

based version of the tool; and 3) discuss a strategy and potential pitfalls for

incorporating the results of JASS into analyses conducted with the Improved

Performance Research Integration Tool (IMPRINT).

2. Background of JASS

In the early 1980s, the Army became increasingly interested in factoring human

resource costs into overall assessments of new weapons systems. This interest

came as a result of census data indicating fewer available individuals for military

service, declining skills brought to the Army by new recruits, and increasing

technological sophistication of the Army’s new weapon systems (Rossmeisl et al.

1983). This interest continues today because of a desire to maximize overall

performance for systems involving human personnel; underskilled personnel lead

to the failure of a system to perform at anticipated levels, whereas overskilled

personnel lead to inefficient use of human resources (Knapp and Tillman 1998).

Researchers began considering the problem in the 1970s by developing a

taxonomy of aptitudes and their relationship to performance on a wide range of

tasks (Fleishman 1972, 1975, 1984). Mallamad et al. (1980) extended this

taxonomy by developing a branching network decision flowchart to determine

whether or not each of the aptitudes is required for a job. For instance, to assess

“oral comprehension,” the first question would be, “In order to perform the task,

is it necessary that the person know the English language?”, followed by, “Is it

necessary to listen to and understand spoken English sentences?” (Rossmeisl et al.

1983). In this example, answering “yes” to both would determine that “oral

comprehension” aptitude is required.


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This taxonomy was later incorporated into a software tool called JASS that asked

subject matter experts simple “yes” or “no” questions regarding 50 aptitudes

required to complete a particular duty or assignment. Table 1 shows the taxonomy

used in the most recent version of JASS; a complete decision flowchart is

presented in Muckler et al. (1990). The skills and abilities are partitioned into

higher-level categories called “skill clusters.” The 8 skill clusters currently in

JASS are Communication, Conceptual, Reasoning, Speed-Loaded, Vision,

Audition, Psychomotor, and Gross Motor.

Table 1 Taxonomy of skills and abilities used in JASS, divided into 8 skill clusters

Cognitive skill Perceptual-motor ability

Communication

Oral comprehension

Written

comprehension

Oral expression

Written expression

Conceptual

Memorization

Problem sensitivity

Originality

Fluency of ideas

Flexibility of closure

Selective attention

Spatial orientation

Visualization

Vision

Near vision

Far vision

Night vision

Visual color

discrimination

Peripheral vision

Depth perception

Glare sensitivity

Audition

General hearing

Auditory attention

Sound localization

Reasoning

Inductive reasoning

Category flexibility

Deductive reasoning

Information ordering

Mathematical

reasoning

Number facility

Speed-loaded

Time sharing

Speed of closure

Perceptual speed

and accuracy

Reaction time

Choice reaction time

Psychomotor

Control precision

Rate control

Wrist-finger speed

Finger dexterity

Manual dexterity

Arm-hand

steadiness

Multi-limb

coordination

Gross motor

Extent flexibility

Dynamic flexibility

Speed of limb

movement

Gross body

equilibrium

Gross body

coordination

Static strength

Explosive strength

Dynamic strength

Trunk strength

Stamina

Once the software determines that a particular aptitude is required, a subjective

rating scale is used by the SMEs to rate the skill level of the aptitude required for

the task. The subjective rating scale ranges from 1 to 7, with 3 behavioral anchor

points to guide the evaluator. Rather than being listed as low aptitude = 1,

medium aptitude = 3.5, and high aptitude = 7, the numbers are associated with

examples of skills that would require the appropriate level of aptitude. For

instance, for “oral expression,” 1 could be associated with “the ability to cancel

newspaper delivery by phone,” 3.5 could be associated with “giving directions to


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motorists so that they can reach their destination,” and 7 could be associated with

“explaining difficult concepts to a class of graduate students.” Each aptitude has

unique examples that can be adjusted by researchers or SMEs as appropriate.

These points can be altered to be specific to the task being assessed. However, in

the most recent implementation of the tool, they are generalized and not specific

to the task being assessed.

The first software implementation of the tool was completed in the early 1980s

and was written in Applesoft BASIC for an Apple II computer (Rossmeisl 1983).

In the early 1990s, a paper-and-pencil version called the Job Comparison and

Analysis Tool (JCAT) was adapted to assess aptitude for military intelligence

specialties (Seven et al. 1991). A few years later, a version of JASS for Windows

95 was developed using Microsoft Visual Basic. This implementation of JASS is

made up of 2 discrete programs: 1) an “experimenter” component that allows a

researcher to set up templates of assignments and duties and save this data to a

floppy disk; and 2) a “data collection” component that uses the “experimenter”

template to collect and save data in the field with SMEs assessing the assignments

and duties for required aptitudes.

JASS has been used in several studies in recent years. Knapp and Tillman (1998)

describe 3 applications for which JASS was tested: 1) required skills to operate

the Bradley M2A3 Armored Personnel Carrier: 2) required skills for 4 home

health care professional duties: and 3) required skills for 8 advanced military

command and control operations. Middlebrooks et al. (1999) used JASS to

evaluate skills required when driving and using a mobile phone concurrently,

subsequently identifying common skills that may be at odds. Warner and Knapp

(2000) investigated the skills needed for the crew of the “common ground station

of the future” that provides real-time military intelligence—specifically, the goal

of that study was to investigate the appropriateness the specified operator skill

profile and determine if a different skill profile or different training for the

specified profile were necessary for projected requirements. Sterling and Burns

(2004) used JASS to determine skills required for platoon leaders in the objective

force unit of action.

3. Current Web-based Implementation of JASS

ARL developed a new mobile app implementation of JASS that updates the

Windows 95 version for better usability and portability by running on modern

tablet hardware (Fig. 1). The new version preserves the core functionality of JASS

described in the previous section but adds a more flexible interface and limited


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data analysis capability. The results of JASS are also easily exportable in comma-

separated-value (CSV) format for further analysis via copy and paste.

Fig. 1 Screenshot of the web-based JASS home screen

3.1 Walk-through of a JASS Evaluation

JASS allows a user to define jobs (e.g., “Driver” or “Signal Operations

Specialist”), general assignments (i.e., roles), and duties. An example of the job,

assignment, and duty break-down screen in JASS is shown in Fig. 2. A

sample/notional evaluation for the “Operate CBM+” assignment is referenced

throughout this section. CBM+ is the Computer Based Maintenance system built

into the Army’s Warfighter Information Network – Tactical (WIN-T) mobile

C4ISR system.


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Fig. 2 Sample jobs, assignments, and duties in JASS

Evaluations are performed at the assignment level. When an analysis is

performed, yes/no questions appear that relate to the various skills and abilities

stored in JASS. Figure 3 illustrates the yes/no questions for the Communications

skill cluster. Depending upon the answers to those questions, subsequent screens

ask to rate the level of effort associated with each ability for each duty associated

with the assignment being evaluated. For example, the skill rating popup for Oral

Comprehension is shown in Fig. 4. A pitfall of the current implementation is that

abilities cannot be designated as being not applicable to some duties and

applicable to others; they can only be rated with different scores (with 1 as the

lowest).


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Fig. 3 Yes/no questions for the Communication skill cluster


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Fig. 4 Skill rating for the Oral Comprehension skill

The complete inventory of every question and skill rating anchor points in JASS

is shown in the Appendix of this report. The scales for assigning different levels

of each ability requirement are between 1 and 7, and there are 3 anchor points for

each skill/ability that fall within this scale. The table in the Appendix is also

divided into the JASS skill clusters.

The results of a JASS evaluation may either be exported in CSV format by copy

and paste (Fig. 5) or analyzed within the app (Figs. 6 and 7). In the example chart

shown in Fig. 6, average ratings for the duties associated with the “Operate

CBM+” assignment—namely “Monitor Network” and “Troubleshoot”—are

summarized from one notional evaluator (not an official SME). Note that the

“Troubleshoot” duty had higher ability ratings across the board for the skill

clusters, and that gross motor abilities were not applicable. Another report

available after completing a JASS evaluation shows the ratings for each ability

and skill cluster (Fig. 7).


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Fig. 5 JASS results in CSV Format

Fig. 6 JASS Skill Cluster graph


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Fig. 7 JASS tabular results


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3.2 Opportunities for Improvement of the Current Implementation

Throughout the process of using JASS to notionally rate abilities for the CBM+, a

few questions and possible ideas for improvements surfaced. First, it is not

possible to completely rule out some abilities for one duty but not for another one

beneath the same assignment (as mentioned in the previous section). Second,

there is not any guidance on what exactly is being rated in terms of applicability

to performing what are generally higher-level functions or tasks (the assignments

and duties). In other words, does the rating assume a notional average level of

effort over the course of a mission, procedure, function, or set of tasks? Or rather

the perceived maximum ability required at any time during the use of the system?

Third, there is not any way to provide any sort of time-weighted element to the

ratings. That is, there is no way to specify that “my rating is a maximum ability

required but the job will only experience this level of effort for short periods of

time.”

A way to mitigate some of these issues would be to break an assignment down

into very detailed tasks (i.e., make the duties very detailed tasks). However, given

the level of effort associated with evaluating each duty, this would quickly

become time prohibitive.

When tabulating results, it became apparent that ruling out some abilities from an

assignment by answering “no” to some of the questions meant that the null value

of that particular sub-ability is not taken into account when average scores for

skill clusters are calculated. In other words, in the sample results shown in Fig. 7,

3 of the abilities beneath vision were ruled out of the analysis. However, the

average score for the Vision skill cluster is for the 4 scores evaluated, not taking

into account that some sub-abilities were not applicable.

In spite of some of the issues noted in this section, JASS has substantial utility for

evaluating abilities necessary to perform jobs, assignments, and duties. It is a

structured methodology, inclusive of questions and benchmarks, which allows

different expert evaluators to pick apart duties and eventually determine the basic

skill clusters that are most needed to perform them.

4. A Strategy for Integrating Output of JASS with IMPRINT

This section discusses how JASS and the Improved Performance Research

Integration Tool (IMPRINT) could be used together to address personnel

capability concerns.


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4.1 Comparison of JASS with Elements of IMPRINT

IMPRINT relies on a detailed task analysis as the basis for studying systems and

human performance on missions associated with those systems (Mitchell and

Samms 2010; Samms 2010). IMPRINT includes predefined personnel definitions,

such as Army Military Occupational Specialties (MOS), that can be assigned to

Warfighters performing tasks in a mission of interest. Warfighters assigned to

tasks are also called “operators.”

At the highest level, IMPRINT specialties and/or operators will usually equate to

jobs in JASS. Matching IMPRINT levels of analysis to the next levels of JASS

evaluations, however, is not nearly as clear-cut. As mentioned previously,

IMPRINT relies on very detailed levels of task analysis. An example of an

IMPRINT subnetwork of tasks for CBM+ operations is shown in Fig. 8. Whereas

a reasonable breakdown in JASS may go as far as “Troubleshoot” and “Monitor”

as duties beneath an assignment, an IMPRINT analyst must eventually break

those duties down to detailed tasks such as making a specific observation on a

screen, choosing an option from a menu, or typing in needed information. All of

the detailed information entered into an IMPRINT model that makes it represent

predicted human performance, such as times, probability of success,

consequences of failure, workload, and decision logic, is entered at the task level.

Fig. 8 IMPRINT task network example


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Although assignments in JASS may equate to functions (groups of tasks

representing a subset or phase of a mission) in IMPRINT, they may also equate to

missions (an entire task network representing the human performance study being

performed). Also, although duties in JASS are also sometimes called “tasks,” they

really only equate to functions, not detailed tasks, in IMPRINT. These uneven

correlations need to be considered when determining how to best utilize JASS to

complement or enhance the functionality of IMPRINT in some way.

4.2 Points of Integration for JASS Results in an IMPRINT Analysis

There are 2 possible “hooks” for linking the skill clusters and abilities in JASS with

IMPRINT—namely, task taxons and mental workload resource channels. For both

of these potential hooks, it is necessary to shift to the 8 JASS skill clusters, as

nothing in IMPRINT is as detailed as the individual skills/abilities in JASS. Each

potential IMPRINT hook will be discussed briefly here and mapped to JASS skill

clusters.

Task taxons in IMPRINT are descriptors of the high-level abilities required to

perform each detailed task. Taxons exist in IMPRINT primarily as hooks for

performance moderators, such as environmental stressors, as most moderator

algorithms are anchored against task taxons (for example, if a Warfighter is

wearing a high level of encumbering protective gear, it is intuitive that fine motor

tasks will be more difficult to perform). The 9 IMPRINT taxons that can be used

to describe every task in an IMPRINT human performance model are shown in

Table 2.

Table 2 IMPRINT taxons

Taxons Definitions Examples

Visual Requires using the eyes to identify or separate targets

or objects

Seeing something move and then recognizing it as an

enemy tank

Measuring an azimuth on a map with a protractor

Estimating the distance between two points on a map

Locating a fault in an electrical system after troubleshooting

Selecting the best firing position for a machine gun

Assembly and disassembly of the M-16 rifle

Starting the engine of a truck

Driving a vehicle

Tracking a moving target

Lifting an artillery round

Loosening a very tight bolt with a wrench

Getting into a prone firing position

Evacuating a tank

Reading a preventive maintenance checklist for a vehicle

Writing a letter home

Giving a situation report by radio

Receiving a password from someone while on guard duty

The Nine IMPRINT Taxons, Their Descriptions, and Task Examples (Allender, Salvi et al., 1997)

Cognitive - Information

Processing/Problem Solving

Communication (Read and

Write)

Communication (Oral)

Gross Motor Light Requires moving the entire body (i.e., not just the

hands) to perform an action without expending

extensive physical effort

Requires either reading text or numbers that are

written somewhere or writing text or numbers that can

be read

Requires either talking or listening to another person

Fine Motor Continuous Requires expending extensive physical effort or

exertion to perform an action

Gross Motor Heavy Requires expending extensive physical effort or

exertion to perform an action

Cognitive - Numerical Requires processing arithmetical or mathematical

calculations

Requires processing information mentally and

reaching a conclusion

Fine Motor Discrete Requires performing a set of distinct actions in a

predetermined sequence mainly involving movement

of the hands, arms or feet with little physical effort


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Some tasks are a combination of more than one of the taxons, such as a task to

monitor the environment that has both a visual and cognitive component. When a

stressor is applied to a human performance model in IMPRINT, only tasks that

have some component upon which the stressor algorithm applies are impacted. It

is also important to note here that task taxons describe the make-up of a task but

do not have any “demand” component. For example, 2 tasks could be both 100%

“cognitive – information processing,” but one could be easy and one could be

difficult.

Based on a detailed analysis of JASS and the abilities contained in each skill

cluster, and knowledge of the IMPRINT task taxons, Table 3 suggests a mapping

of the JASS skill clusters to IMPRINT task taxons.

Table 3 Mapping of JASS skill clusters to IMPRINT taxons

JASS skill cluster Relevant IMPRINT task taxons

Communication Communication (read and write)

communication (oral) Conceptual Cognitive – information processing Reasoning Cognitive – numerical Speed-loaded Cognitive – information processing Vision Visual Audition Communication – oral

Psychomotor Fine motor discrete

Fine motor continuous

Gross motor Gross motor heavy

Gross motor light

Additionally, IMPRINT includes a built-in capacity to perform detailed mental

workload analyses using Multiple Resource Theory (MRT) for in-depth mental

workload studies of specific operational missions broken down into detailed tasks.

IMPRINT allows an analyst to study workload using a very sophisticated task-

level approach and MRT. With this approach, workload is broken down into

resource/interface channels, with resources being mental capacities to handle

different types of workload (such as visual, auditory, speech, fine motor, and

cognitive) and interfaces being devices (such as a control panel or set of display

screens) being studied in more detail. An analyst then assigns workload demands

in each applicable resource/interface channel to each of the operator-performed

tasks in their detailed operational mission task networks.

Unlike task taxons, IMPRINT mental workload scores assigned to tasks for

different resource channels do have demand values similar to ability demands

determined using the JASS tool. Also similar to JASS, when an analyst assigns

workload demand values to a task in each of the default resource channels,

benchmarks are available to help guide their assignment and the scores for each


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individual resource channel assignment are generally between 1 and 7. The 7

default workload resource channels in IMPRINT are Visual, Auditory, Cognitive,

Fine Motor, Speech, Gross Motor, and Tactile. None of the JASS skill clusters

map to the tactile workload resource channel. For the other skill clusters, Table 4

suggests a JASS skill cluster relevant to each IMPRINT workload resource

channel.

Table 4 Mapping of JASS clusters to IMPRINT channels

JASS skill cluster Relevant IMPRINT workload resource channels

Communication

Speech

A specific score for visual (5.1, read)

Two specific scores for auditory (3.0 and 6.0,

interpret different levels of speech)

Conceptual Cognitive

Reasoning Cognitive

Speed-loaded Cognitive

Vision Visual

Audition Auditory

Psychomotor Fine motor

Gross motor Gross motor

4.3 Future Work: Recommended Ways Forward

Several different options were considered for using results of JASS studies to

enhance IMPRINT and/or comparing results of IMPRINT analyses to JASS

results to determine personnel fits. It was first determined that the results of a

JASS analysis could not be used to modify task performance in IMPRINT models

for several reasons. First, the JASS analysis is performed at a much higher level

than an IMPRINT analysis, and the results could not be generalized to IMPRINT

tasks. Also, JASS does not collect any performance data that would feed

IMPRINT algorithms to modify task times and/or task accuracy measures.

While results of a JASS analysis could not be used to directly modify task

performance in IMPRINT models, notionally, if there were an available library of

JASS analyses that were performed for different specialties (such as MOS for the

Army), procedures and tasks that were not good fits for personnel based on their

high-level aptitudes mapped against IMPRINT taxon requirements could be

flagged. For example, if a JASS analysis determines that a certain MOS usually

does not require too much reasoning capability (low scores or not applicable), but

a series of IMPRINT tasks in a mission are largely “cognitive – numerical” in

taxon type, this could be flagged as a possible personnel mismatch. However, one


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problem with this is that taxons do not contain demand information. So if it was

further determined that the largely “cognitive – numerical” tasks were simple, this

flag could be ignored.

Because of the lack of a demand component in the IMPRINT task taxons, it was

determined that the IMPRINT workload resource channel scores would be a

better metric to relate to JASS skill clusters. To capture something more useful

than just an IMPRINT task-by-task analysis to high-level JASS evaluation,

however, it is proposed that an existing IMPRINT workload report be modified to

include time-averaged workload scores for the different resource channels. While

this approach would not capture relevant critical skills required for very brief

periods (e.g., medic bandaging a wound during an emergency), it would provide a

rough indication of the kinds of skills required for the job/tasks being modeled in

IMPRINT. Figure 9 shows a new report prototyped in Excel based on an existing

IMPRINT workload summary report for a signal operations specialist performing

CBM+ activity within a more general mission.

Fig. 9 Example report showing the average workload over the period of time modeled

For this particular example, the report indicates that the operator needs high

abilities in the IMPRINT cognitive, fine motor, and visual workload resources.

These could then be compared against associated JASS skill clusters to make sure

that the personnel assigned to the modeled work are a good fit. Using the mapping

of JASS skill clusters to IMPRINT workload resources from the previous section

of this report, but ignoring the specific scores in the Visual and Auditory channels

that represent communication (they could not be teased out in the workload


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average over time report), the comparison report in Fig. 10 was generated. In

order to generate a comparison report similar to what is shown in the figure, JASS

would need to include an automatic export capability (e.g., generation of a CSV

file) to provide the ability for IMPRINT to import and then display a skill profile.

Fig. 10 JASS skill cluster ratings compared to IMPRINT workload scores

According to this report, the IMPRINT model predicts that the operator will need

higher levels of cognitive ability (equating to conceptual, reasoning, and speed

loaded in JASS) than the JASS evaluation shows, but lower levels of

communication (speech) and audition. This does point to a drawback in being

able to compare the 2 evaluations in that not all communication tasks can easily

be captured by workload scores in IMPRINT. It could be that the operator is

being asked to read and type communication, but that those activities are being

captured in the visual and psychomotor workload resource channel scores in

IMPRINT.

Another possible enhancement to IMPRINT—and JASS—would be to add a

library of skill and ability profiles by specialty (e.g., MOS for Army/Marines,

rating for Navy, Air Force Specialty Code for Air Force). Having a library of

specialties would allow IMPRINT to automatically generate the comparison

report for Warfighters that have been assigned specialties included in the base

IMPRINT tool. A user could also browse the skill and abilities profiles for any

included specialty if desired. An example of viewing skills and abilities for a

Navy rating is shown in Fig. 11.


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Fig. 11 Viewing skills for Navy rank and rating

To facilitate incorporation of the baseline skills/abilities data, Navy JASS profiles

could be imported from the Integrated Simulation Manpower Analysis Tool

developed by Alion for the Naval Surface Warfare Center Dahlgren Division.

SMEs and Department of Defense or civilian occupational documents could

possibly be used to generate initial data for those specialties where data do not

already exist.

5. Conclusion

This report has described the JASS tool, compared elements of JASS with

elements of IMPRINT, and made recommendations for how the 2 tools could

interact in order to allow analysts to conduct assessment of personnel skills and

abilities with the requirements of tasks and jobs under analysis. Specific

modifications were proposed to enhance JASS and IMPRINT and allow them to

work together. Future work will perform these modifications.


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6. References

Fleishman EA. On the relation between abilities and human performance.

American Psychologist. 1972;27:1017–1032.

Fleishman EA. Toward a taxonomy of human performance. American

Psychologist. 1975;30:1127–1147.

Fleishman E, Quaintance M. Taxonomies of human performance: the description

of human tasks. Orlando (FL): Academic Press; 1984.

Knapp B, Tillman B. Job skill assessment of software system. Proceedings of the

Human Factors and Ergonomics Society 42nd Annual Meeting; 1998;

p. 1319—1321

Mallamad SM, Levine JM, Fleishman EA. Identifying ability requirements by

decision flow diagrams. Human Factors. 1980;22:57–68.

Middlebrooks S, Knapp B, Tillmann B. An evaluation of skills and abilities

required in the simultaneous performance of using a mobile telephone and

driving an automobile. Aberdeen Proving Ground (MD): Army Research

Laboratory (US); 1999. Report No.: ARL-TR-1995.

Mitchell DK, Samms CL. An analytical approach for predicting Soldier workload

and performance using human performance modeling. In: Barnes, Jentsch,

editors. Human-robot interactions in future military operations. London

(UK): Ashgate Publishing; 2010.

Muckler F, Seven S, Akman A. Proposed method for military intelligence job

ability assessment. Alexandria (VA): Army Research Institute for the

Behavioral and Social Sciences (US); 1990. Research Note No.: 90-135.

Rossmeissl PG, Tillman BW, Rigg KE, Best PR. Job assessment software system

(JASS) for analysis of weapon systems personnel requirements. Alexandria

(VA): Army Research Institute for the Behavioral and Social Sciences (US);

1983. Research Report No.: 1355.

Samms C. Improved performance research integration tool (IMPRINT): human

performance modeling for improved system design. Human Factors and

Ergonomics Society 54th Annual Meeting Proceedings; 2010.

Seven S, Akman A, Muckler F, Knapp B, Burnstein D. Development and

application of a military intelligence (MI) job comparison and analysis tool

(JCAT). Alexandria (VA): Army Research Institute for the Behavioral and

Social Sciences (US); 1991. Research Note No.: 91-41.

Sterling B, Burns C. Skills required for platoon leaders in the objective force unit

of action. Aberdeen Proving Ground (MD): Army Research Laboratory (US);

2004. Report No.: ARL-TN-0215.


19

Warner J, Knapp B. Crew characteristics for common ground station applications.

Aberdeen Proving Ground (MD): Army Research Laboratory (US); 2000.

Report No.: ARL-TN-162.


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21

Appendix. Job Assessment Software System (JASS) Skill Clusters, Abilities, Questions, and Rating Scale Benchmarks


22

Ability Question Rating Scale Benchmarks

Co

mm

un

icati

on

To perform the task, is it necessary that

the person know and use language?

Oral

Comprehension

Is it necessary to listen to and

understand spoken words and

sentences?

1

Understand a McDonald's

hamburger commercial

3

Understand instructions

for a sport

6

Understand a lecture on

navigating in space

Written

Comprehension

Is it necessary to read and understand

written words, sentences, and

paragraphs?

1

Read the words on a road

map

4.2

Understand an apartment

lease

6.5

Understand an instruction

book on repairing a missile

instrument system

Assuming that the person is

knowledgeable about a subject or topic,

must he communicate that knowledge

to others?

Oral Expression

Must he communicate through speaking

so that others will understand his

information?

1

Cancel newspaper delivery

by phone

3.5

Give directions to a

motorist so that he can

reach his destination

6.2

Give a technical talk, using new

concepts, on a technical

subject before a professional

society

Written Expression

Must he communicate through writing

so that others will understand his

information?

1

Write a note to remind

someone to take something

out of the freezer

3.5

Write a job

recommendation for a

subordinate

6.5

Write an instruction book for

computer systems

Co

nc

ep

t

ual Memorization Must the person be able to remember

or memorize words, numbers, pictures,

1

Remember the number on

2.5

Memorize the pledge to

6

Memorize the Gettysburg


23


procedures, or other things? your bus so that you get back

on the right one

the flag address after studying it for 15

minutes

Can problems, mistakes, or

malfunctions occur in this task or as a

part of the task? (e.g., machine isn't

operating correctly)

Co

ncep

tual

Problem Sensitivity

Is it important that these problems are

recognized by the person performing

the task? (e.g., seamstress notices

machine stitches are too tight; teacher

recognizes child has a hearing problem;

proofreader finds typing errors)

1

Recognize that an unplugged

lamp won't work

3.5

Recognize from the mood

of prisoners that a riot is

about to occur

5.5

Recognize an illness at an early

stage when there are only a

few symptoms

Originality

Does the task require the person to be

creative? (e.g., develop new procedures

where standard procedures are not

applicable or not working well; produce

unusual and clever ideas on a topic or

situation; create novel solutions to

problems)

2

Use a credit card to open a

locked door

4.5

Make jobs more

interesting for

subordinates

6.2

Invent a new synthetic fiber

Fluency of Ideas

Is it necessary for the person to produce

a number of ideas about a given topic,

regardless or quality, to perform the

task satisfactorily? (e.g., name four

brands of toothpaste; think of as many

names as possible for a new

1.6

Name four brands of

toothpaste

3.2

Think of as many ideas as

possible for the name of a

new organization

6.5

Name all possible problems

that might occur with a space

launch


24


organization; name all the possible

problems which might occur with a

space launch)

Are distracting stimuli present along

with information relevant to the task?

Flexibility of

Closure

Does the person know what he is

looking for? (e.g., find a steak knife in a

utensil drawer; look for a golf ball in the

rough; receive Morse code in the

presence of background noise)

1.5

Find a steak knife in a utensil

drawer

4

Look for a golf ball in the

rough

6

Receive high speed Morse code

in presence of similar

background signals


25


Co

ncep

tual

Selective Attention

Must the person ignore distractions

which are not part of the actual task?

(e.g., study for an exam in a house of

noisy children; listen to the news while

a dinner conversation is taking place)

2.5

Have a conversation with a

friend at a noisy cocktail

party

4.2

Listen to a news broadcast

during a dinner

conversation

5.5

Study for a math exam in a

house of noisy, young children

Selective Attention Is it necessary that the person

concentrate on a boring task?

2.5

Have a conversation with a

friend at a noisy cocktail

party

4.2

Listen to a news broadcast

during a dinner

conversation

5.5

Study for a math exam in a

house of noisy, young children

Is information about location important

in the performance of the task?

Spatial Orientation

Should the person know his location in

relation to the location of objects? (e.g.,

locate his position on a road map)

2.5

Find your way through a

familiar room when lights

are out without bumping

into anything

4

While lost in a rural area,

locate your position on a

road map

5.5

Be aware of your orientation

upon awakening in a gravity-

free environment, like a

spacecraft

Spatial Orientation

Should the person know the location of

objects in relation to his own location?

(e.g., find his way through a dark room

without bumping into anything)

2.5

Find your way through a

familiar room when lights

are out without bumping

into anything

4

While lost in a rural area,

locate your position on a

road map

5.5

Be aware of your orientation

upon awakening in a gravity-

free environment, like a

spacecraft

Visualization

Does the task require that the person

be able to form mental images of how

something will look after it is moved

around or its parts have been re-

1

Imagine how to put paper in

the typewriter so the

letterhead comes out at the

4

Know how to cut and fold

a piece of paper to make a

6

Imagine your opponent's as

well as your own moves in a


26


arranged? (e.g., imagine how to put

paper in a typewriter so letterhead

comes out on top; imagine how to cut

and fold a piece of paper to make a

cube)

top cube chess game

Reaso

nin

g

To perform the task, must the person

generate rules or principles?

Inductive

Reasoning

Must these rules explain diverse pieces

of information? (e.g., diagnose a disease

using results from many lab tests,

decide which student characteristics are

related to future success, decide on the

best way to organize the office filing

system)

2

Order a seafood platter at a

restaurant to determine

whether or not you like

seafood

3.5

Interpret a weather chart

5

Diagnose a disease utilizing

knowledge from many lab tests

Category Flexibility

Must these rules tell how to group a set

of things in different ways? (e.g.,

generate a number of ways to sort nails-

-length, metal, etc.; invent rules for

classifying flowers--size, color, scent,

uses, etc.; construct classification

systems for synthetic fibers--cost,

strength, elasticity, melting point, etc.)

1.7

Generate a number of ways

to sort nails (length, metal,

size, etc.)

3.2

Invent rules for classifying

flowers (size, color, odor,

uses, etc.)

6

Construct classification systems

for synthetic fibers (strength,

cost, elasticity, etc.)

Must the person apply existing rules or

principles?

Deductive Are the rules applied to specific cases to 1.6 5 6.4


27


Reasoning arrive at logical answers? (e.g., know

you can coast down a hill due to gravity

when you've run out of gas, use laws of

economics in selecting stocks, design an

aircraft wing using the principles of

aerodynamics)

Know that you can coast

down a hill due to the law of

gravity when you've run out

of gas

Use laws of economics in

selecting stocks

Design an aircraft wing using

principles of aerodynamics

Information

Ordering

Are the rules used to order or arrange

things in a specified way? (e.g., put

invoices in numerical order, arrange

sentences into a paragraph that makes

sense)

1.5

Put things in numerical order

3

Arrange five sentences

into a paragraph that

makes sense

6.5

Determine the appropriate

sequence of checkout

procedures for the Challenger

space shuttle

Reaso

nin

g

Does the task involve any mathematical

or numerical concepts?

Mathematical

Reasoning

Must the person understand or organize

a problem using mathematical

concepts? Actual calculations and

computations are not required. (e.g., set

up a problem to determine how much

10 oranges will cost when they are 2 for

29 cents; decide how to calculate profits

to determine size of Christmas bonuses;

determine mathematics for simulating a

lunar approach and landing)

1.5

Decide how to compute

what 10 oranges will cost

when they are 2 for $0.29

4.2

Decide how to calculate

profits to determine size of

Christmas bonuses

6.8

Determine mathematics for

simulating a lunar approach

and landing

Number Facility Does the task require that the person

perform mathematical calculations,

1

Add 2 and 7 2.6

Reconcile checking

5

Compute interest payments


28


such as adding, subtracting, multiplying,

or dividing? (e.g., add 2 and 7, balance

checking account with monthly

statement, compute interest payment

from investments)

account monthly

statement

that should be generated from

investments


29


Sp

eed

-Lo

ad

ed

Does the information which must be

used in the task come from two or more

sources? (examples of two or more

sources are drive a car, play an

instrument in a conducted orchestra;

examples of one source are read a

newspaper, talk on the phone, watch

television)

Time Sharing

Must the person switch back and forth

between the two or more sources of

information relevant to the task? (e.g.,

listen to 2 conversations at once; watch

street signs and the road while driving

30 mph; monitor several TV channels at

the same time; monitor inbound and

outbound planes on a radar scope

during a period of heavy traffic)

3

Watch street signs and the

road while driving 30 mph

4.5

Monitor several TV

channels at the same time

6

Keep track of all inbound and

outbound planes during a

period of heavy traffic

Must the person quickly structure

information into a meaningful pattern?

(e.g., recognize and old song after

hearing only the first few notes;

recognize weather patterns on a radar

scope)


30


Speed of Closure Is the pattern unpredictable?

2.2

While listening to the radio,

recognize and start to hum

an old song after hearing

only the first few lines

4.2

Find five camouflaged

birds in a picture

5.2

Interpret patterns on weather

radar to decide if weather is

changing

Sp

eed

-Lo

ad

ed

Must things, present or remembered,

be compared with other things? (e.g.,

scan list of batting records to see who

scored the most runs; read 5

temperature gauges in 30 seconds to

insure safe operation; inspect electrical

components for defects; recognize a

lost glove)

Perceptual Speed

and Accuracy

Must the comparisons be made quickly

and accurately?

2.2

Quickly scan list of batting

records in Sunday sports

section to see who scored

the most runs

4

Read 5 temperature

gauges in 30 seconds to

insure temperature is

within safe limits

5.2

Inspect assembled electrical

components for defects as they

flow by on a fast moving line

Is it necessary for the person to initiate

one response very quickly? (e.g., apply

the brakes when light turns red; return

the ball in a ping pong game; duck to

miss being hit by a snowball)


31


Reaction Time Does the task involve only one response

initiated to one signal?

2

Start to apply brakes on your

car 1 second after the light

turns red

3.2

Duck to miss being hit by a

snowball thrown from

across the street

5.2

Hit back the ball which has

been slammed at you in a ping-

pong game

Choice Reaction

Time

Must the person quickly choose

between actions in response to two or

more signals? (e.g., when doorbell and

phone ring, select one to answer first; in

and out-of-control spacecraft, pick 1 of

5 possible fixes)

2.2

When a doorbell and

telephone ring

simultaneously, select one to

answer first in one second

4

Operate a busy

switchboard where you

must switch calls in and

out quickly and accurately

every few seconds

6.2

In a spacecraft out of control,

choose one of 5 possible

corrections in 0.7 seconds


32


Vis

ion

To perform the task, is it necessary to

be able to see things in the

environmental surroundings?

Near Vision Are the things that must be seen

nearby?

1.5

Plug in a TV set

4.5

Cut and mount color film

transparencies

6

Read the fine print of legal

journals

Far Vision Are the things that must be seen at a

distance?

1.5

Point out a mountain range

in the distance

4.5

Drive a moving van across

the country

6.5

Detect differences in ocean

vehicles on the horizon

Night Vision Must things be seen under low light

conditions?

1.5

Find and turn on a light in a

dim room

4.2

Take notes during a slide

presentation

5.5

Catch lightning bugs on a

summer evening

Visual Color

Discrimination

Does the task require the capacity to

match colors or to discriminate

between colors?

1.5

Sort soiled sheets and linens

before washing

3.5

Match wood grains in a

lumber yard

6

Paint a portrait from a living

subject

Peripheral Vision

Is it necessary to perceive objects or

movement toward the edge of the

visual field? (e.g., monitor an

opponent's position while returning a

tennis serve; monitor the instrument

panel of a jet plane)

1.8

While driving, see cars

approaching from left or

right

3.6

Monitor opponent's

position while returning

tennis serve

4.5

Monitor the instrument panel

of a jet aircraft

Depth Perception Is it necessary to be able to tell which of

several objects is farther away, or to

judge how far an object is from the

2.8

Judge which of two distant

4.2

Operate a construction

5.5

Thread a needle


33


observer? (e.g., judge which of two

distant buildings is closer; thread a

needle)

buildings is closer crane

Glare Sensitivity

Is it necessary to see objects in the

presence of glare or bright ambient

lighting? (e.g., see boats on the horizon

when sailing; snow ski in bright sunlight)

1.5

View pictures printed on

high gloss paper

4.5

See boats on the horizon

while sailing

6

Snow ski in bright sunlight


34


Au

dit

ion

General Hearing

Is it necessary to detect and to

discriminate among sounds that vary

over broad ranges of pitch and/or

loudness? (e.g., notice the carriage

return bell while typing; monitor

electronic equipment at a nurse's

station)

1.8

Notice the carriage return

bell while typing

3.8

Monitor audio alarms on

electronic equipment at a

nurse's station

6

Identify a bird species by its call

Is it necessary to focus on a single

source of auditory information?

Auditory Attention Are other distractions or irrelevant

auditory stimuli present?

1.4

Locate someone calling you

from across a city street

4.5

Listen for a flight

announcement at an

airport

5.8

Receive Morse code in a noisy

radio room

Sound Localization

Must the direction from which auditory

stimuli originate be identified? (e.g.,

find a ringing telephone in an unfamiliar

apartment; locate someone calling your

name in the midst of a crowd)

1.5

Find your ringing alarm clock

3.2

Find a ringing telephone in

an unfamiliar apartment

5

Locate someone calling your

name in the midst of a crowd

Psy

cho

mo

tor

Does the task require the adjustment of

controls of a machine or vehicle?

Control Precision

Must the controls be adjusted quickly

and repeatedly to exact positions? (e.g.,

manipulate farm tractor controls; work

sound equipment for a band; drill a

1.5

Throw a light switch

3.5

Manipulate farm tractor

controls

6

Drill a tooth


35


tooth)

Must the controls be adjusted to

changes in speed or direction of a

continuously moving object or scene?

(e.g., ride a bike along side a runner;

shoot a duck in flight; operate controls

to land a jet on an aircraft carrier in

turbulent water)

Psy

cho

mo

tor

Rate Control Are the speed and direction of the

object or scene unpredictable?

1.8

Ride a bicycle alongside a

runner

3.4

Keep up with the car

ahead where its speed

may vary

6.5

Operate aircraft controls to

land a jet on an aircraft carrier

in turbulent weather

Must the person make repeated hand,

finger, or wrist movements?

Wrist-Finger Speed

Is it important that these movements be

fast? (e.g., use a pencil sharpener;

scramble eggs; send Morse code using a

telegraph key)

1.8

Use a pencil sharpener

3

Scramble eggs with a fork

5

Key a telegraph at 25 words

per minute

Do these movements require skillful or

coordinated action?

Finger Dexterity Using the fingers? (e.g., untie a knot on

a package; play a guitar; knit)

1.5

Put coins in a parking meter

3.4

Untie a knot in a long-

awaited package

5.5

Play a classical flamenco piece

on the guitar


36


Manual Dexterity

Using one or both hands together? (e.g.,

fold laundry; crate oranges; juggle 3

balls)

2.5

Tie a necktie

4

Package oranges in crates

as rapidly as possible

6.8

Perform open-heart surgery

Manual Dexterity

Using one hand in conjunction with its

arm? (e.g., toss a basketball; use a

hammer)

2.5

Tie a necktie

4

Package oranges in crates

as rapidly as possible

6.8

Perform open-heart surgery

Arm-Hand

Steadiness

Is it important that the arm and hand be

steady? (e.g., light a cigarette; thread a

needle; aim a bow and arrow)

1.8

Light a cigarette

4.5

Thread a needle

6.4

Cut facets in diamonds

Multi-Limb

Coordination

Does the task require the movement of

2 or more limbs together in a

coordinated action while the body

doesn't move because the person is

sitting, standing, or lying down? (e.g.,

operate sewing machine with a foot

treadle)

2.5

Operate a sewing machine

with a foot treadle

4

Operate a fork lift in a

warehouse

5.8

Play drums in a jazz band

Gro

ss M

oto

r

Extent Flexibility

Does the task require the person to be

flexible--i.e., able to bend, stretch, twist,

or reach out with the body, arms, or

legs? (e.g., reach for a soda in the back

of the refrigerator; touch toes; do splits;

win a limbo championship)

1.8

Reach for a soda in the back

of the refrigerator

3.4

Reach out for something

on the top shelf

6

Win a limbo championship


37


Dynamic Flexibility

Must the flexible movements be made

quickly and repeatedly? (e.g., fill a bag

with shells at the seashore; shovel coal

into a furnace; swim the butterfly stroke

for 200 yards)

2

Fill a bag with shells at the

seashore

4

Shovel coal in a furnace

5.6

Do the butterfly stroke in a

championship swim

competition at the Olympics

To perform the task, is it necessary for

the person to move their arms or legs?

Speed of Limb

Movement

Is the speed of the movement

important? (e.g., swat a fly; play bongo

drums)

2.5

Saw through a thin piece of

wood

4.5

Swat a fly with a fly

swatter

5.6

Play the bongo drums in a band

Gross Body

Equilibrium

Is it necessary that the person be able

to keep or regain his balance to perform

the task? (e.g., stand on a ladder; walk

across a frozen pond; ride a surf board)

2

Stand on a ladder

4.2

Walk on ice across a 25-

foot pond

6

Ride a surfboard when waves

average 10 feet

Does the task require the whole body to

be in motion?

Gross Body

Coordination

Is it necessary and important to

coordinate the movement of arms, legs,

and torso together? (e.g., move around

an obstacle course with no time limit;

jump rope without tripping; perform a

skilled ballet dance)

2.4

Get around an obstacle

course with no time limit

4.5

Jump rope for 5 minutes

without tripping or

stopping

6.4

Perform a skilled ballet such as

Swan Lake


38


Gro

ss M

oto

r

Does the task require the person to use

a significant amount of physical/muscle

strength? (e.g., push, pull, throw, or

move an object or one's own body)

Static Strength

Is sustained force or muscle strength

needed? (e.g., lift a dining room chair;

push open a stuck door; lift front end of

a V.W.)

1.5

Lift a dining room chair

3.2

Push open a stuck door

6.4

Lift up the front end of a V.W.

Explosive Strength

Are short bursts of muscle strength

needed? (e.g., dive into a pool; drive a

golf ball 200 yards; win the Olympic

shot-put event; shoot a marble)

1

Shoot a marble

4

Drive a golf ball 200 yards

6.4

Win the shot-put event in the

Olympics

Is this muscle strength used to support

the person's body weight?

All of his body weight?

Dynamic Strength

Using the arms and/or shoulder

muscles? (e.g., do 25 push-ups; perform

on the rings)

1.4

Squeeze fresh oranges to

make orange juice

4.5

Do 25 push-ups

6.8

Win the rings events in the U.S.

gymnastic finals

Trunk Strength

Is the support provided by the stomach

and/or lower back muscles? (e.g., sit up

in a reclining chair; do 100 sit-ups; lie on

back and raise legs off the ground)

2.2

Sit up in a reclining chair

5.4

While lying on one's back,

raise the legs off the floor

for 5 seconds and repeat

10 times

6.5

Do 100 sit-ups


39


Stamina

Does the task require the person to

exert himself physically over a long

period of time without getting winded?

(e.g., mow a small yard; swim 100 yards;

jog 3 miles; bicycle 20 miles; walk

around the block)

1.2

Walk around the block

2.5

Mow a small yard

6.2

Bicycle 20 miles to work


40

INTENTIONALLY LEFT BLANK.


41

List of Symbols, Abbreviations, and Acronyms

ARL Army Research Laboratory

CSV comma-separated value

IMPRINT Improved Performance Research Integration Tool

JASS Job Assessment Software System

JCAT Job Comparison and Analysis Tool

SME subject matter expert

WIN-T Army’s Warfighter Information Network – Tactical


42

1 DEFENSE TECHNICAL

(PDF) INFORMATION CTR

DTIC OCA

2 DIR ARL

(PDF) RDRL DCM

IMAL HRA RECORDS MGMT

RDRL DCL

TECH LIB

1 GOVT PRINTG OFC

(PDF) A MALHOTRA

1 ARL – HRED

(PDF) RDRL HRB B

T DAVIS

BLDG 5400 RM C242

REDSTONE ARSENAL AL

35898-7290

1 ARL – HRED

(PDF) RDRL HRB A

R SPENCER

BLDG E2929

DESERT STORM DR

FORT BRAGG NC

28310-0001

8 ARL – HRED

(PDF) SFC PAUL RAY SMITH CTR

RDRL HRO COL H BUHL

RDRL HRF J CHEN

RDRL HRA I MARTINEZ

RDRL HRR R SOTTILARE

RDRL HRA C A RODRIGUEZ

RDRL HRA B G GOODWIN

RDRL HRA A C METEVIER

RDRL HRA D B PETTIT

12423 RESEARCH PARKWAY

ORLANDO FL 32826

1 USA ARMY G1

(PDF) DAPE HSI B KNAPP

300 ARMY PENTAGON

RM 2C489

WASHINGTON DC 20310-0300

1 USAF 711 HPW

(PDF) 711 HPW/RH K GEISS

2698 G ST BLDG 190

WRIGHT PATTERSON AFB OH

45433-7604

1 USN ONR

(PDF) ONR CODE 341 J TANGNEY

875 N RANDOLPH STREET

BLDG 87

ARLINGTON VA 22203-1986

1 USA NSRDEC

(PDF) RDNS D D TAMILIO

10 GENERAL GREENE AVE

NATICK MA 01760-2642

1 OSD OUSD ATL

(PDF) HPT&B B PETRO

4800 MARK CENTER DRIVE

SUITE 17E08

ALEXANDRIA VA 22350

ABERDEEN PROVING GROUND

12 ARL

(PDF) RDRL HR

J LOCKETT

P FRANASZCZUK

K MCDOWELL

K OIE

RDRL HRA AA

C GARNEAU

RDRL HRB

D HEADLEY

RDRL HRB C

J GRYNOVICKI

RDRL HRB D

C PAULILLO

RDRL HRF A

A DECOSTANZA

RDRL HRF B

A EVANS

RDRL HRF C

J GASTON

RDRL HRF D

A MARATHE

the job assessment software system (jass) and a strategy

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